Elementary Teachers' Conceptualization and Practices of Translanguaging Pedagogy in Superdiverse Classroom

• In Event: Marriott Roundtable Session 21
  In Roundtable Session: Exploring the Impact of Translanguaging Pedagogies Across Learning Contexts

Abstract

This paper explores pedagogical potential of translanguaging in the superdiverse classroom. As a less examined area, the implication of translanguaging for superdiverse classrooms needs more robust theoretical underpinnings and empirical data across different contexts beyond bilingual program models. This paper shares a case study of how the perceptions and practices of translanguaging among elementary school teachers in a superdiverse district have evolved and manifested in a teacher-education course and in their classroom instruction. Discussions share various classroom strategies of translanguaging as well as remaining challenges for superdiverse classroom teachers and students.

Authors

• Sujin Kim, George Mason University

• Sung Shim Choi, George Mason University